Cumincad : CUMINCAD Papers : Search Results

CumInCAD is a Cumulative Index about publications in Computer Aided Architectural Design
supported by the sibling associations ACADIA, CAADRIA, eCAADe, SIGraDi, ASCAAD and CAAD futures

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_id	993c
authors	Fruchter, Renate
year	1999
title	A/E/C Teamwork: A Collaborative Design and Learning Space
source	Journal of Computing in Civil Engineering -- October 1999 -- Volume 13, Issue 4, pp. 261-269
summary	This paper describes an ongoing effort focused on combined research and curriculum development for multidisciplinary, geographically distributed architecture/engineering/construction (A/E/C) teamwork. Itpresents a model for a distributed A/E/C learning environment and an Internet-based Web-mediated collaboration tool kit. The distributed learning environment includes six universities from Europe, Japan, andthe United States. The tool kit is aimed to assist team members and owners (1) capture and share knowledge and information related to a specific project; (2) navigate through the archived knowledge andinformation; and (3) evaluate and explain the product's performance. The A/E/C course offered at Stanford University acts as a testbed for cutting-edge information technologies and a forum to teach newgenerations of professionals how to team up with practitioners from other disciplines and take advantage of information technology to produce a better, faster, more economical product. The paper presents newassessment metrics to monitor students' cross-disciplinary learning experience and track programmatic changes. The paper concludes with challenges and quandaries regarding the impact of informationtechnologies on team performance and behavior.
series	journal paper
last changed	2003/05/15 21:45

_id	1419
authors	Spitz, Rejane
year	1999
title	Dirty Hands on the Keyboard: In Search of Less Aseptic Computer Graphics Teaching for Art & Design
source	III Congreso Iberoamericano de Grafico Digital [SIGRADI Conference Proceedings] Montevideo (Uruguay) September 29th - October 1st 1999, pp. 13-18
summary	In recent decades our society has witnessed a level of technological development that has not been matched by that of educational development. Far from the forefront in the process of social change, education has been trailing behind transformations occurring in industrial sectors, passively and sluggishly assimilating their technological innovations. Worse yet, educators have taken the technology and logic of innovations deriving predominantly from industry and attempted to transpose them directly into the classroom, without either analyzing them in terms of demands from the educational context or adjusting them to the specificities of the teaching/learning process. In the 1970s - marked by the effervescence of Educational Technology - society witnessed the extensive proliferation of audio-visual resources for use in education, yet with limited development in teaching theories and educational methods and procedures. In the 1980s, when Computers in Education emerged as a new area, the discussion focused predominantly on the issue of how the available computer technology could be used in the school, rather than tackling the question of how it could be developed in such a way as to meet the needs of the educational proposal. What, then, will the educational legacy of the 1990s be? In this article we focus on the issue from the perspective of undergraduate and graduate courses in Arts and Design. Computer Graphics slowly but surely has gained ground and consolidated as part of the Art & Design curricula in recent years, but in most cases as a subject in the curriculum that is not linked to the others. Computers are usually allocated in special laboratories, inside and outside Departments, but invariably isolated from the dust, clay, varnish, and paint and other wastes, materials, and odors impregnating - and characterizing - other labs in Arts and Design courses.In spite of its isolation, computer technology coexists with centuries-old practices and traditions in Art & Design courses. This interesting meeting of tradition and innovation has led to daring educational ideas and experiments in the Arts and Design which have had a ripple effect in other fields of knowledge. We analyze these issues focusing on the pioneering experience of the Núcleo de Arte Eletrônica – a multidisciplinary space at the Arts Department at PUC-Rio, where undergraduate and graduate students of technological and human areas meet to think, discuss, create and produce Art & Design projects, and which constitutes a locus for the oxygenation of learning and for preparing students to face the challenges of an interdisciplinary and interconnected society.
series	SIGRADI
email
last changed	2016/03/10 10:01

_id	c056
authors	Tsou, Jin-Yeu and Chow, Benny
year	1999
title	Team Orientated Knowledge Construction for Architectural Education
doi	https://doi.org/10.52842/conf.ecaade.1999.292
source	Architectural Computing from Turing to 2000 [eCAADe Conference Proceedings / ISBN 0-9523687-5-7] Liverpool (UK) 15-17 September 1999, pp. 292-300
summary	Information Technology is always more accessible when we trying to imagine what the IT could be actually used. This situation is even more noticeable in the architecture field, and there are various technologies that have failed on delivering urgent needed education quality. Meanwhile, the tradition architecture education is evolving rapidly under the concepts of problem-based approach, knowledge reconstruction, and self-guided learning. "Education without institutional boundary" happens everyday in the classroom, and multi-direction learning modes have replaced the traditional single-direction teaching approach. The role of IT in the curriculum of architectural design education has become a subject of debate, scrutiny and experimentation in architectural schools. This paper will first outline the theory of applying team-oriented knowledge construction approach into studio teaching, the setup of our integrated digital design media environment is introduced; organization issue regarding the team formation and studio coordination is discussed; case studies are illustrated for demonstrating the methodology applied; and the student feedback is summarized to analysis the effectiveness of the approach.
keywords	Multimedia, CD-ROM, Problem-Based Learning, Team-Orientated Learning, Constructivist Learning
series	eCAADe
email
last changed	2022/06/07 07:57

_id	d267
authors	Verbeke, J. Provoost, T., Verleye, J., Nys, K., Van Zutphen, R., Achten, H., Turksma, A., Pittioni, G., Asanowicz, A., Jakimowicz A. and Af Klercker, J.
year	1999
title	AVOCAAD, The Experience
doi	https://doi.org/10.52842/conf.ecaade.1999.244
source	Architectural Computing from Turing to 2000 [eCAADe Conference Proceedings / ISBN 0-9523687-5-7] Liverpool (UK) 15-17 September 1999, pp. 244-251
summary	The Leonardo da Vinci project AVOCAAD (Added Value of Computer Aided Architectural Design) aims at stimulating creative and experimental use of computers in the field of Architecture and Construction by the use of new technologies. For this purpose, a large set of exercises and exercise materials was developed and is now available through an interactive web-site. This allows regular students as well as architects in practice to continuously seek for a more interesting and inspiring use of computers and IC-technology, adding value in their own field of interest and work. The interactive web-site generates a virtual forum for exchange of ideas. The AVOCAAD partners as well as the newly joined partners are currently using and testing the available teaching materials (exercises, foreground and background information) with students. Moreover a small design exercise in the context of the project has been the theme of a workshop held at the AVOCAAD 1999 conference. Students and architects were asked to create a design in a predefined space based on experimental architectural music. This paper intends to report on the experiences we gained in using the interactive web-site, the exercises and also doing the workshop. We will address the pedagogical implications of issues like learning environment, continuous and distance learning, and focus on their impact towards CAAD curricula. Examples and results will illustrate the general framework.
keywords	AVOCAAD, CAAD, Creativity, LLL, ODL
series	eCAADe
email
more	http://www.avocaad.org
last changed	2022/06/07 07:58

_id	20ab
authors	Yakeley, Megan
year	2000
title	Digitally Mediated Design: Using Computer Programming to Develop a Personal Design Process
source	Massachusetts Institute of Technology, Department of Architecture
summary	This thesis is based on the proposal that the current system of architectural design education confuses product and process. Students are assessed through, and therefore concentrate on, the former whilst the latter is left in many cases to chance. This thesis describes a new course taught by the author at MIT for the last three years whose aim is to teach the design process away from the complexities inherent in the studio system. This course draws a parallel between the design process and the Constructionist view of learning, and asserts that the design process is a constant learning activity. Therefore, learning about the design process necessarily involves learning the cognitive skills of this theoretical approach to education. These include concrete thinking and the creation of external artifacts to develop of ideas through iterative, experimental, incremental exploration. The course mimics the Constructionist model of using the computer programming environment LOGO to teach mathematics. It uses computer programming in a CAD environment, and specifically the development of a generative system, to teach the design process. The efficacy of such an approach to architectural design education has been studied using methodologies from educational research. The research design used an emergent qualitative model, employing Maykut and Morehouses interpretive descriptive approach (Maykut & Morehouse, 1994) and Glaser and Strausss Constant Comparative Method of data analysis (Glaser & Strauss, 1967). Six students joined the course in the Spring 1999 semester. The experience of these students, what and how they learned, and whether this understanding was transferred to other areas of their educational process, were studied. The findings demonstrated that computer programming in a particular pedagogical framework, can help transform the way in which students understand the process of designing. The following changes were observed in the students during the course of the year: Development of understanding of a personalized design process; move from using computer programming to solve quantifiable problems to using it to support qualitative design decisions; change in understanding of the paradigm for computers in the design process; awareness of the importance of intrapersonal and interpersonal communication skills; change in expectations of, their sense of control over, and appropriation of, the computer in the design process; evidence of transference of cognitive skills; change from a Behaviourist to a Constructionist model of learning Thesis Supervisor: William J. Mitchell Title: Professor of Architecture and Media Arts and Sciences, School of Architecture and Planning
series	thesis:PhD
last changed	2003/02/12 22:37

_id	5a10
authors	Cheng, Nancy Yen-Wen
year	1999
title	Playing with Digital Media: Enlivening Computer Graphics Teaching
doi	https://doi.org/10.52842/conf.acadia.1999.096
source	Media and Design Process [ACADIA ‘99 / ISBN 1-880250-08-X] Salt Lake City 29-31 October 1999, pp. 96-109
summary	Are there better ways of getting a student to learn? Getting students to play at learning can encourage comprehension by engaging their attention. Rather than having students' fascination with video games and entertainment limited to competing against learning, we can direct this interest towards learning computer graphics. We hypothesize that topics having a recreational component increase the learning curve for digital media instruction. To test this, we have offered design media projects with a playful element as a counterpart to more step-by-step descriptive exercises. Four kinds of problems, increasing in difficulty, are discussed in the context of computer aided architectural design education: 1) geometry play, 2) kit of parts, 3) dreams from childhood and 4) transformations. The problems engage the students in different ways: through playing with form, by capturing their imagination and by encouraging interaction. Each type of problem exercises specific design skills while providing practice with geometric modeling and rendering. The problems are sequenced from most constrained to most free, providing achievable milestones with focused objectives. Compared to descriptive assignments and more serious architectural problems, these design-oriented exercises invite experimentation by lowering risk, and neutralize stylistic questions by taking design out of the traditional architectural context. Used in conjunction with the modeling of case studies, they engage a wide range of students by addressing different kinds of issues. From examining the results of the student work, we conclude that play as a theme encourages greater degree of participation and comprehension.
series	ACADIA
email
last changed	2022/06/07 07:55

_id	cf2011_p109
id	cf2011_p109
authors	Abdelmohsen, Sherif; Lee Jinkook, Eastman Chuck
year	2011
title	Automated Cost Analysis of Concept Design BIM Models
source	Computer Aided Architectural Design Futures 2011 [Proceedings of the 14th International Conference on Computer Aided Architectural Design Futures / ISBN 9782874561429] Liege (Belgium) 4-8 July 2011, pp. 403-418.
summary	AUTOMATED COST ANALYSIS OF CONCEPT DESIGN BIM MODELS Interoperability: BIM models and cost models This paper introduces the automated cost analysis developed for the General Services Administration (GSA) and the analysis results of a case study involving a concept design courthouse BIM model. The purpose of this study is to investigate interoperability issues related to integrating design and analysis tools; specifically BIM models and cost models. Previous efforts to generate cost estimates from BIM models have focused on developing two necessary but disjoint processes: 1) extracting accurate quantity take off data from BIM models, and 2) manipulating cost analysis results to provide informative feedback. Some recent efforts involve developing detailed definitions, enhanced IFC-based formats and in-house standards for assemblies that encompass building models (e.g. US Corps of Engineers). Some commercial applications enhance the level of detail associated to BIM objects with assembly descriptions to produce lightweight BIM models that can be used by different applications for various purposes (e.g. Autodesk for design review, Navisworks for scheduling, Innovaya for visual estimating, etc.). This study suggests the integration of design and analysis tools by means of managing all building data in one shared repository accessible to multiple domains in the AEC industry (Eastman, 1999; Eastman et al., 2008; authors, 2010). Our approach aims at providing an integrated platform that incorporates a quantity take off extraction method from IFC models, a cost analysis model, and a comprehensive cost reporting scheme, using the Solibri Model Checker (SMC) development environment. Approach As part of the effort to improve the performance of federal buildings, GSA evaluates concept design alternatives based on their compliance with specific requirements, including cost analysis. Two basic challenges emerge in the process of automating cost analysis for BIM models: 1) At this early concept design stage, only minimal information is available to produce a reliable analysis, such as space names and areas, and building gross area, 2) design alternatives share a lot of programmatic requirements such as location, functional spaces and other data. It is thus crucial to integrate other factors that contribute to substantial cost differences such as perimeter, and exterior wall and roof areas. These are extracted from BIM models using IFC data and input through XML into the Parametric Cost Engineering System (PACES, 2010) software to generate cost analysis reports. PACES uses this limited dataset at a conceptual stage and RSMeans (2010) data to infer cost assemblies at different levels of detail. Functionalities Cost model import module The cost model import module has three main functionalities: generating the input dataset necessary for the cost model, performing a semantic mapping between building type specific names and name aggregation structures in PACES known as functional space areas (FSAs), and managing cost data external to the BIM model, such as location and construction duration. The module computes building data such as footprint, gross area, perimeter, external wall and roof area and building space areas. This data is generated through SMC in the form of an XML file and imported into PACES. Reporting module The reporting module uses the cost report generated by PACES to develop a comprehensive report in the form of an excel spreadsheet. This report consists of a systems-elemental estimate that shows the main systems of the building in terms of UniFormat categories, escalation, markups, overhead and conditions, a UniFormat Level III report, and a cost breakdown that provides a summary of material, equipment, labor and total costs. Building parameters are integrated in the report to provide insight on the variations among design alternatives.
keywords	building information modeling, interoperability, cost analysis, IFC
series	CAAD Futures
email
last changed	2012/02/11 19:21

_id	e719
authors	Achten, Henri and Turksma, Arthur
year	1999
title	Virtual Reality in Early Design: the Design Studio Experiences
source	AVOCAAD Second International Conference [AVOCAAD Conference Proceedings / ISBN 90-76101-02-07] Brussels (Belgium) 8-10 April 1999, pp. 327-335
summary	The Design Systems group of the Eindhoven University of Technology started a new kind of design studio teaching. With the use of high-end equipment, students use Virtual Reality from the very start of the design process. Virtual Reality technology up to now was primarily used for giving presentations. We use the same technology in the design process itself by means of reducing the time span in which one gets results in Virtual Reality. The method is based on a very brief cycle of modelling in AutoCAD, assigning materials in 3DStudio Viz, and then making a walkthrough in Virtual Reality in a standard landscape. Due to this cycle, which takes about 15 seconds, the student gets immediate feedback on design decisions which facilitates evaluation of the design in three dimensions much faster than usual. Usually the learning curve of this kind of software is quite steep, but with the use of templates the number of required steps to achieve results is reduced significantly. In this way, the potential of Virtual Reality is not only explored in research projects, but also in education. This paper discusses the general set-up of the design studio and shows how, via short workshops, students acquire knowledge of the cycle in a short time. The paper focuses on the added value of using Virtual Reality technology in this manner: improved spatial reasoning, translation from two-dimensional to three-dimensional representations, and VR feedback on design decisions. It discusses the needs for new design representations in this design environment, and shows how fast feedback in Virtual Reality can improve the spatial design at an early stage of the design process.
series	AVOCAAD
email
last changed	2005/09/09 10:48

_id	a0b6
authors	Bhavnani, S., John, B. and Flemming, U.
year	1999
title	The Strategic Use of CAD: An Empirically Inspired, Theory-Based Course
source	Proceedings of ACM CHI 99 Conference on Human Factors in Computing Systems 1999 v.1 pp. 183-190
summary	The inefficient use of complex computer systems has been widely reported. These studies show the persistence of inefficient methods despite many years of experience and formal training. To counteract this phenomenon, we present the design of a new course, called the Strategic Use of CAD. The course aims at teaching students efficient strategies to use a computer-aided drafting system through a two-pronged approach. Learning to See teaches students to recognize opportunities to use efficient strategies by studying the nature of the task, and Learning to Do teaches students to implement the strategies. Results from a pilot experiment show that this approach had a positive effect on the strategic behavior of students who did not exhibit knowledge of efficient strategies before the class, and had no effect on the strategic behavior of those who did. Strategic training can thus assist users in recognizing opportunities to use efficient strategies. We present the ramifications of these results on the design of training and future experiments.
keywords	Strategy; Training; GOMS; Learning; Efficiency
series	other
email
last changed	2003/11/21 15:16

_id	f288
authors	Bille, Pia
year	1999
title	Integrating GIS and Electronic Networks In Urban Design and Planning
doi	https://doi.org/10.52842/conf.ecaade.1999.722
source	Architectural Computing from Turing to 2000 [eCAADe Conference Proceedings / ISBN 0-9523687-5-7] Liverpool (UK) 15-17 September 1999, pp. 722-728
summary	In 1998 I undertook an inquiry into the use of information technology in Urban Design and Planning in Danish municipalities and among planning consultants. The aim was to find out who was working with the IT and for what purposes it was used. In education there seems to be barriers to a full integration of the new media, and I wanted to find out if that was also the case in the practise of architects and planners. Surprisingly I discovered that there was a computer on almost every desk, - but there were big differences in the use of the technology. The investigation described here is based on interviews with planners in selected municipalities and with urban planning consultants, and the results have been summarised in a publication.
keywords	Urban Planning, Electronic Collaboration, GIS, Data Bases
series	eCAADe
email
last changed	2022/06/07 07:54

_id	8802
authors	Burry, Mark, Dawson, Tony and Woodbury, Robert
year	1999
title	Learning about Architecture with the Computer, and Learning about the Computer in Architecture
doi	https://doi.org/10.52842/conf.ecaade.1999.374
source	Architectural Computing from Turing to 2000 [eCAADe Conference Proceedings / ISBN 0-9523687-5-7] Liverpool (UK) 15-17 September 1999, pp. 374-382
summary	Most students commencing their university studies in architecture must confront and master two new modes of thought. The first, widely known as reflection-in-action, is a continuous cycle of self-criticism and creation that produces both learning and improved work. The second, which we call here design making, is a process which considers building construction as an integral part of architectural designing. Beginning students in Australia tend to do neither very well; their largely analytic secondary education leaves the majority ill-prepared for these new forms of learning and working. Computers have both complicated and offered opportunities to improve this situation. An increasing number of entering students have significant computing skill, yet university architecture programs do little in developing such skill into sound and extensible knowledge. Computing offers new ways to engage both reflection-in-action and design making. The collaboration between two Schools in Australia described in detail here pools computer-based learning resources to provide a wider scope for the education in each institution, which we capture in the phrase: Learn to use computers in architecture (not use computers to learn architecture). The two shared learning resources are Form Making Games (Adelaide University), aimed at reflection-in-action and The Construction Primer (Deakin University and Victoria University of Wellington), aimed at design making. Through contributing to and customising the resources themselves, students learn how designing and computing relate. This paper outlines the collaborative project in detail and locates the initiative at a time when the computer seems to have become less self-consciously assimilated within the wider architectural program.
keywords	Reflection-In-Action, Design Making, Customising Computers
series	eCAADe
email
last changed	2022/06/07 07:54

_id	1ea1
authors	Cheng, Nancy Yen-wen
year	1999
title	Digital Design at UO
doi	https://doi.org/10.52842/conf.acadia.1999.x.l0k
source	ACADIA Quarterly, vol. 18, no. 4, p. 18
summary	University of Oregon Architecture Department has developed a spectrum of digital design from introductory methods courses to advanced design studios. With a computing curriculum that stresses a variety of tools, architectural issues such as form-making, communication, collaboration,theory-driven design, and presentation are explored. During the first year, all entering students are required to learn 3D modeling, rendering, image-processing and web-authoring in our Introduction to Architectural ComputerGraphics course. Through the use of cross-platform software, the two hundred beginning students are able to choose to work in either MacOS or Windows. Students begin learning the software by ‘playing’ with geometric elements and further develop their control by describing assigned architectural monuments. In describing the monuments, they begin with 2D diagrams and work up to complete 3D compositions, refining their modelswith symbol libraries. By visualizing back and forth between the drafting and modeling modes, the students quickly connect orthogonal plans and sections with their spatial counterparts. Such connections are an essential foundation for further learning.
series	ACADIA
email
last changed	2022/06/07 07:49

_id	avocaad_2001_02
id	avocaad_2001_02
authors	Cheng-Yuan Lin, Yu-Tung Liu
year	2001
title	A digital Procedure of Building Construction: A practical project
source	AVOCAAD - ADDED VALUE OF COMPUTER AIDED ARCHITECTURAL DESIGN, Nys Koenraad, Provoost Tom, Verbeke Johan, Verleye Johan (Eds.), (2001) Hogeschool voor Wetenschap en Kunst - Departement Architectuur Sint-Lucas, Campus Brussel, ISBN 80-76101-05-1
summary	In earlier times in which computers have not yet been developed well, there has been some researches regarding representation using conventional media (Gombrich, 1960; Arnheim, 1970). For ancient architects, the design process was described abstractly by text (Hewitt, 1985; Cable, 1983); the process evolved from unselfconscious to conscious ways (Alexander, 1964). Till the appearance of 2D drawings, these drawings could only express abstract visual thinking and visually conceptualized vocabulary (Goldschmidt, 1999). Then with the massive use of physical models in the Renaissance, the form and space of architecture was given better precision (Millon, 1994). Researches continued their attempts to identify the nature of different design tools (Eastman and Fereshe, 1994). Simon (1981) figured out that human increasingly relies on other specialists, computational agents, and materials referred to augment their cognitive abilities. This discourse was verified by recent research on conception of design and the expression using digital technologies (McCullough, 1996; Perez-Gomez and Pelletier, 1997). While other design tools did not change as much as representation (Panofsky, 1991; Koch, 1997), the involvement of computers in conventional architecture design arouses a new design thinking of digital architecture (Liu, 1996; Krawczyk, 1997; Murray, 1997; Wertheim, 1999). The notion of the link between ideas and media is emphasized throughout various fields, such as architectural education (Radford, 2000), Internet, and restoration of historical architecture (Potier et al., 2000). Information technology is also an important tool for civil engineering projects (Choi and Ibbs, 1989). Compared with conventional design media, computers avoid some errors in the process (Zaera, 1997). However, most of the application of computers to construction is restricted to simulations in building process (Halpin, 1990). It is worth studying how to employ computer technology meaningfully to bring significant changes to concept stage during the process of building construction (Madazo, 2000; Dave, 2000) and communication (Haymaker, 2000).In architectural design, concept design was achieved through drawings and models (Mitchell, 1997), while the working drawings and even shop drawings were brewed and communicated through drawings only. However, the most effective method of shaping building elements is to build models by computer (Madrazo, 1999). With the trend of 3D visualization (Johnson and Clayton, 1998) and the difference of designing between the physical environment and virtual environment (Maher et al. 2000), we intend to study the possibilities of using digital models, in addition to drawings, as a critical media in the conceptual stage of building construction process in the near future (just as the critical role that physical models played in early design process in the Renaissance). This research is combined with two practical building projects, following the progress of construction by using digital models and animations to simulate the structural layouts of the projects. We also tried to solve the complicated and even conflicting problems in the detail and piping design process through an easily accessible and precise interface. An attempt was made to delineate the hierarchy of the elements in a single structural and constructional system, and the corresponding relations among the systems. Since building construction is often complicated and even conflicting, precision needed to complete the projects can not be based merely on 2D drawings with some imagination. The purpose of this paper is to describe all the related elements according to precision and correctness, to discuss every possibility of different thinking in design of electric-mechanical engineering, to receive feedback from the construction projects in the real world, and to compare the digital models with conventional drawings.Through the application of this research, the subtle relations between the conventional drawings and digital models can be used in the area of building construction. Moreover, a theoretical model and standard process is proposed by using conventional drawings, digital models and physical buildings. By introducing the intervention of digital media in design process of working drawings and shop drawings, there is an opportune chance to use the digital media as a prominent design tool. This study extends the use of digital model and animation from design process to construction process. However, the entire construction process involves various details and exceptions, which are not discussed in this paper. These limitations should be explored in future studies.
series	AVOCAAD
email
last changed	2005/09/09 10:48

_id	85ab
authors	Corrao, Rossella and Fulantelli, Giovanni
year	1999
title	Architects in the Information Society: The Role of New Technologies
doi	https://doi.org/10.52842/conf.ecaade.1999.665
source	Architectural Computing from Turing to 2000 [eCAADe Conference Proceedings / ISBN 0-9523687-5-7] Liverpool (UK) 15-17 September 1999, pp. 665-671
summary	New Technologies (NTs) offer us tools with which to deal with the new challenges that a changing society or workplace presents. In particular, new design strategies and approaches are required by the emerging Information Society, and NTs offer effective solutions to the designers in the different stages of their professional life, and in different working situations. In this paper some meaningful scenarios of the use of the NTs in Architecture and Urban Design are introduced; the scenarios have been selected in order to understand how the role of architects in the Information Society is changing, and what new opportunities NTs offer them. It will be underlined how the telematic networks play an essential role in the activation of virtual studios that are able to compete in an increasingly global market; examples will be given of the use of the Web to support activities related to Urban Planning and Management; it will be shown how the Internet may be used to access strategic resources for education and training, and sustain lifelong learning. The aforesaid considerations derive from a Web-Based Instruction system we have developed to support University students in the definition of projects that can concern either single buildings or whole parts of a city. The system can easily be adopted in the other scenarios introduced.
keywords	Architecture, Urban Planning , New Technologies, World Wide Web, Education
series	eCAADe
email
last changed	2022/06/07 07:56

_id	125a
authors	Dikbas, Attila
year	1999
title	An Evaluating Model for the Usage of Web-based Information Technology in Computer Aided Architectural Design and Engineering Education
doi	https://doi.org/10.52842/conf.ecaade.1999.349
source	Architectural Computing from Turing to 2000 [eCAADe Conference Proceedings / ISBN 0-9523687-5-7] Liverpool (UK) 15-17 September 1999, pp. 349-352
summary	New technologies often reshape expectations, needs and Opportunities so as to develop strategic Plans for the implementation of Information Techniques in education and research. The widespread acceptance of the internet and more specifically the World Wide Web (WWW) has raised the awareness of educators to the potential for online education, virtual classrooms and even virtual universities. With the advent of computer mediated communication, especially the widespread adoption of the web as a publishing medium, educators see the advantages and potential of delivering educational material over the Internet. The Web offers an excellent medium for content delivery with full text, colour graphics support and hyperlinks. The Purpose of this paper is to present a model for the usage of web-based information technology in computer aided architectural design and engineering education. It involves the key features of a full educational system that is capable of offering the teacher and the student flexibility with which to approach their teaching and learning tasks in ways most appropriate to the architectural design and engineering education. Web-based educational system aims at creating quality in on-line educational materials taking collaboration, support, new skills, and, most of all, time. The paper concludes with a discussion of the benefits of such an education system suggesting directions for further work needed to improve the quality of architectural design and engineering education.
keywords	Web-based Information Technology, Online Education, Virtual Campus, Computer Aided Architectural Design, Engineering Education
series	eCAADe
last changed	2022/06/07 07:55

_id	2fc7
authors	Forber, U. and Russell, P.
year	1999
title	Interdisciplinary Collaboration in the Virtual Design Studio Design Studio
source	Proceedings of the 17th Annual EAAE Annual Conference, Plymouth UK
summary	Drastic changes in technology and economics currently impact common working structures. Moreover, a fundamental move of western societies from industrial and service oriented societies to information oriented societies can be observed. Like others, the AEC industry is also exposed to the challenge of these fundamental changes, not only regarding an ever growing stock of information on building components and materials, but also because of new methods of collaboration to be applied by all participants. As a result, integrating domain specific knowledge into the design process and conversely, conveying design intentions to domain experts, is meaningful in a constantly growing scale. Utilising advanced technology, a twofold approach in research and education, undertaken at the Institut für Industrielle Bauproduktion (ifib), University of Karlsruhe, is the basis of efforts to create and develop integrating methods of collaboration into the design and planning process. In addition, the integration of AEC practitioners (investors, users, designers, engineers) in the education process provides both drastic changes in the fields of design and construction education of students and a promising approach for life long learning. The focus of this paper is to present the current state of work and to report on experiences gathered during several Virtual Design Studios (VDS) in which multi-disciplinary participants from various Universities and backgrounds were involved. Platforms for the activities are World Wide Web based applications as well as animations, VR, CAD and video conferencing.
series	other
email
last changed	2003/04/23 15:50

_id	dd16
authors	Gibson, Kathleen
year	1999
title	STUDIO @ CORNELL
doi	https://doi.org/10.52842/conf.acadia.1999.018.2
source	ACADIA Quarterly, vol. 18, no. 2, pp. 18-21
summary	Unique to the interior design program at Cornell University is a planned pedagogical approach requiring equal emphasis toward manual and digital graphic communication at the freshman level. Prior to 1998, computer-based instruction only occurred at the junior year of study. Recognizing that cultural and symbolic biases against digital media were formally being instituted by curriculum policy, faculty searched for a new perspective. Central to success was the removal of illogically placed boundaries, both mental and physical. In response, students are now encouraged to cultivate a fluid dexterity between traditional and digital methods, at times using various skills concurrently for design analysis and representation (Figures 1, 2, 3, 4, 5, 6, 7). Course content for DEA115 ranges from basic orthographic drafting, paraline projection, and perspective drawing to color rendering and composition. Students utilize a full range of media: pencil, ink, marker, pastel, AutoCAD, 3DS/ MAX, and Photoshop in this graphics studio. Course meetings total six contact hours per week, constituting a three credit hour class. Assignments are purposefully created to shatter digital myths. For example, instead of a standard, rote drafting exercise, AutoCAD is used to explore design ideas through systemic object manipulation (Figures 8, 9).
series	ACADIA
last changed	2022/06/07 07:51

_id	3940
authors	Hall, Rick
year	1999
title	Realtime 3D visual Analysis of Very Large Models at Low Cost
doi	https://doi.org/10.52842/conf.ecaade.1999.437
source	Architectural Computing from Turing to 2000 [eCAADe Conference Proceedings / ISBN 0-9523687-5-7] Liverpool (UK) 15-17 September 1999, pp. 437-441
summary	Computer based visualisation of 3D models in architecture has been possible for 20 years or more, and the software technology has steadily improved during this time so that now incredibly realistic images can be generated from any viewpoint in a model, and impressive fly through sequences can bring a model to life in ways previously not possible. Virtual reality is with us and multi-media enables us to present a finished design in increasingly seductive ways. However, these forms of output from a 3D model offer much more limited benefits during the design process and particularly on large complex models because they are so computing intensive and it often require many hours to produce just one image. Anything other than a small and relatively simple model cannot be viewed dynamically in real-time on a desktop PC of the type commonly used by architects in a design office. Until now the solution to this problem has meant investing in expensive design review hardware and software with its inherent need for trained, skilled labour. As a result, design review products are often viewed as a luxury or costly necessity.
keywords	Visual Analysis, Low Cost, 3D Modelling
series	eCAADe
last changed	2022/06/07 07:50

_id	5e85
authors	Heylighen, Ann and Neuckermans, Herman
year	1999
title	Learning from Experience: Promises, Problems and Side-effects of CBD in Architecture
doi	https://doi.org/10.52842/conf.ecaade.1999.567
source	Architectural Computing from Turing to 2000 [eCAADe Conference Proceedings / ISBN 0-9523687-5-7] Liverpool (UK) 15-17 September 1999, pp. 567-575
summary	Learning from design experience is the essence of Case-Based Design (CBD). Because architects are said to learn design by experience, CBD seems to hold great promises for architectural design, which have inspired various CBD tools. Learning from the experience of developing and using these tools is the objective of this paper. On the one hand, the original expectations seem far from being accomplished today. Reasons for this limited success can be found at three different levels. Level one is the cognitive model underlying CBD, which raises some specific difficulties within the field of architecture. At the level of implementation, few tools manage to draw the full consequences of this view, thus leading to an oversimplification of CBD and/or architectural design. Level three has to do with introducing CBD tools in design education and assessing the effects of this introduction. On the other hand, CBD seems to have caused some interesting side effects, such as an increased interest in creativity and copyright, and the recent re-discovery of the key-role cases play inside and outside the field of CAAD. Thus, although its promises may not be fulfilled, CBD definitely can contribute to design education, be it sometimes without the support of computer technology.
keywords	Case-Based Design, Design Education
series	eCAADe
email
last changed	2022/06/07 07:50

_id	c408
authors	Hirschberg, U., Schmitt, G., Kurmann, D., Kolarevic, B., Johnson, B. and Donath, D.
year	1999
title	The 24 Hour Design Cycle: An Experiment in Design Collaboration over the Internet
doi	https://doi.org/10.52842/conf.caadria.1999.181
source	CAADRIA '99 [Proceedings of The Fourth Conference on Computer Aided Architectural Design Research in Asia / ISBN 7-5439-1233-3] Shanghai (China) 5-7 May 1999, pp. 181-190
summary	This paper describes a Virtual Design Studio exercise involving three academic institutions University - Hong Kong (China), ETH Zurich (Switzerland), and University of Washington, Seattle (USA) - whereby teachers and students, obviously on three different continents and in three different time zones, roughly eight hours apart, were working on a common design project using computer-aided design systems, video-conferencing and a web-based central database that managed and displayed all works throughout the process. The 24 hour design cycle is a metaphor for a more open and international approach to design, facilitated through computer networks. It implies a new form of collective authorship and distributed credits and thus deals with some of the essential challenges and opportunities the internet poses to creative disciplines.
series	CAADRIA
email
last changed	2022/06/07 07:50

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